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Mobius Thunderduck

Richland College Spring Semester 2013 Introduction to Speech Communication

Course Syllabus Speech 1311.83010 MW 12:20 – 1:40 p.m. WH 125

Professor:

Dr. Sherry L. Dean

E-Mail: sherrydean@dcccd.edu Office and phone: Office hours:

WH233, 972-238-6238 Monday-Wednesday 9:00 – 10:00 a.m. Tuesday-Thursday 1:30 – 3:00 p.m. and by appointment Dear Student, It is unfortunately true that college course syllabi tend to be...well…rather long and sometimes boring. However, they are completely necessary, so hang in there with me, o.k.? This document explains your “very cool” speech course. Please print and keep it as will refer to it often during the semester. So, why speech? We know that communication is a primary human activity as it influences every aspect of our daily lives. In this course, we will learn the basic concepts and theories of communication. You will have opportunities to assess and improve your skills. We will practice listening, critically evaluating, speaking, and choosing appropriate communication strategies. You will gain the knowledge and skills that will be of invaluable assistance to you in your future career, academic life and even your social life. Furthermore, you will have fun in the process. I guarantee it! A good way for you to think about this course is that during this semester you will have your own personal communications “coach” and mentor (Dr. Dean) who will guide you in becoming a more confident, competent and effective communicator. That means we have mutual responsibilities to one another in the teaching and learning dynamic. I genuinely look forward to learning about you and facilitating your personal and professional growth this semester.

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Course Prerequisites One of the following must be met before taking this course: (1) Developmental Reading 0093 AND Developmental Writing 0093; (2) English as a Second Language (ESOL) 0044 AND 0054; or (3) Have met the Texas Success Initiative (TSI) Reading and Writing Standards AND DCCCD Writing score. You are expected to read, write, and speak with native or near native English language fluency in this course.

Catalog Description Theory and practice of speech communication behavior in one-to-one, small group, and public communication situations are introduced. Students learn more about themselves, improve skills in communicating with others, and prepare and deliver formal public speeches. This is a three credit hour course.

Course Goals By the end of this class, you will:

Develop and improve your basic communication skills in speaking, listening, writing, presenting, and working effectively in teams.

Value the differences between yourself and others and employ that understanding to improve the quality of your communication.

Build and participate in an effective team.

Recognize and value the diverse contributions of your classmates.

Improve your communication for application in future courses and in your career.

Develop critical thinking skills including the ability to follow complex written and oral instructions.

Student Learning Outcomes The complete list of learning outcomes for this course is at the end of this syllabus. Included in this list are the Core Curriculum Intellectual Competencies (CCIC) and the Texas Higher Education Coordinating Board’s Exemplary Objectives (EEO) in Communication.

Required Textbooks and Materials Adler & Rodman, Understanding Human Communication, 11th Edition. Oxford University Press. 2011, ISBN 978-0-19-974738-2. Unfortunately, there are significant differences between the 10th and 11th editions of this text. Thus, you must have the 11th edition to navigate the reading assignments, homework assignments and tests with greatest ease. Copies of the text

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are available in the library. You may share a textbook with a classmate. Rent it, buy it…it’s up to you. But, you really DO need the text. I will post class PowerPoint notes for textbook chapters on Ecampus. However, I encourage you to be an active note taker in class. This will help you remember essential information from the text. In addition, there will be material that is not found in the textbook introduced in class. You will be responsible for all material covered and discussed in class sessions.

ASSIGNMENTS SUMMARY AND GRADING SCALE ____ 30 points – Syllabus Quiz ____ 70 points – Journal #1 – “My Communication Competencies and the Global Economy” ____100 points – Who Am I? Presentation ____100 points – Persuasive Presentation ____100 points – Team Informative Presentation ____ 70 points – Journal #2 – “The Small Group Experience” ____100 points – The Award Speech ____100 points – Test 1 – Chapters 1-6 ____100 points – Test 2 – Chapters 11-14 ____100 points --Test 3 – Chapters 7-10 ____150 points--Weekly Class Participation Activities (including office visit with Dr. Dean) 1000 points – Possible Total Grading Policy Final grades will be assigned according to the following scale: A=900-1000 points; B=800-899 points; C= 700-799 points; D= 600-699 points; F= less than 600 points

Assignment Descriptions

A. SPEECHES. You will give four speeches to complete this course. Not giving the Informative Team Presentation and Persuasive Speech will result in an automatic F for the course. All presentations are due on their assigned days with no late presentations delivered. 1. The Artifact Speech" – 2-3 minutes (Informal) This is a self-disclosure speech. You will

share who you are through four of your favorite personal objects held in a favorite container. This is a two-three minute presentation with note cards. Worth 100 points.

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2. Persuasive Speech – 3-4 minutes. This is a persuasive speech. You will chose a topic of personal interest and support your point of view with appropriate supporting materials (expert testimony, statistics, etc.) through the use of at least three oral footnotes in your speech (5 pts). Turn in to me a typewritten outline (10 pts), works cited page (5 pts), create a visual aid (10 pts) and deliver the speech with note cards. (70 pts).. Topics are due at least 2 class periods in advance and must have instructor approval. The persuasive speech presentations will be video recorded. It is important for you to see yourself “on camera” as part of the evaluation and improvement process. We will discuss this in class. Worth 100 points

“We Aren’t Going There Clause.” We will avoid the following well-worn topics to for persuasive presentations: gun control, abortion, legalization of drugs, lowering the legal drinking age, the death penalty, same sex marriage and religious conversions (attempts to or sharing of own experience). We will brainstorm topics in class, but If you are having difficulty choosing a topic, please see me. Sources that are off limits include religious texts and WIKIPEDIA. Please use Richland’s Online Databases, periodicals, and books as you prepare this and your team presentation.

3. TEAM INFORMATIVE PRESENTATION 20-25 minutes. In a small group of 4-5

members, you will develop a presentation demonstrating knowledge and understanding of another country and a cultural group within that country. The country and cultural group must have my pre-approval. All group members will participate in the organization, development, and presentation of this project. The group is also required to use Power Point. You will be given class time to prepare for this project. However, some preparation outside of class will be necessary. One person in the group will act as lead presenter. The group will prepare a typed full-sentence outline for the presentation which is due at least two class periods prior to the date of the presentation. There is no make-up of the Group Project. Your group will submit a typewritten outline (10 pts), works cited page (5 pts), use Power Point effectively (10 pts) and deliver the speech with note cards (75 pts). Worth 100 points.

Finally, you (as an individual, not with your group) will complete a confidential small group evaluation form reflecting on your group experience. Worth 70 pts.

4. Award Speech. This is a 2-3 minute speech in which you present an award to a person of significance in your life. The speech will have an introduction, body and conclusion and a visual. This speech will be delivered on the day of the final exam period. Worth 100 points.

** A typewritten key word outline is due for the Team Presentation and the Persuasive

Speech before you deliver the speech in class. You submit the speech outlines through the E-campus system to be checked through a plagiarism software program. You cannot deliver the speech without first submitting your speeches through E-campus. Speech

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outlines that indicate plagiarism will result in a “0” for the entire assignment. Just follow the handout on outlining or use textbook example.

Please remember: If you miss a presentation in this class, you forfeit those points. The only acceptable excuse for missing a presentation is documented hospitalization (this does not mean merely a doctor’s note). So, thanks for noting the presentation dates on the course calendar and adjust your schedules accordingly.

B. IN-CLASS ACTIVITIES and PARTICIPATION. In-class activities will occur weekly and CANNOT be made up, even if you have an excused absence. You must be in class on the day the activities take place. These activities may or may not require written work. The participation points includes a visit to Dr. Dean’s office during the semester to discuss your goals for the semester, your degree /transfer plans. These participation activities are worth up to 150 pts total.

So, why should you come to class each day? Good question! Because material and information presented in the classroom cannot be easily replicated outside the classroom or made up at a later date. Moreover, class participation is a vital part of your learning process because this class involves lots of discussions and activities.

ATTENDANCE POLICY SPECIAL NOTE:—Upon the 5th class absence, 50 points are deducted from the “In Class Activities” part of your grade. Upon the 7th absences, 100 points are deducted. Three tardies equals one absence. Please facilitate your success in this course by negotiating, in advance, issues regarding your work schedule, parking problems, minor ailments, child care, etc.

C SYLLABUS QUIZ. We will have a syllabus quiz worth 30 pts the first week of class. D. JOURNALS: Two Journal Entries will be assigned. You will write a short reflection paper on your experience with two key communication concepts during the semester. Journal entries are worth 70 pts each. E. EXAMS (3). Exams are 100 pts each and will be administered through ECampus. There are no make-up tests. Test items will be taken from the textbook, PowerPoint Lectures and class discussions. Tests are timed and consist of 50 items (matching, fill in the blank, True/False) at two points each. Please know the course calendar and plan your schedule accordingly. The only acceptable exception is documented hospitalization (this does not mean merely a doctor’s note).

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1. Unit Test 1: Fundamentals of Human Communication and Communication Elements (Chapters 1-6)

2. Unit Test 2: Group Communication, Preparing Speeches (Chapters 9, 10, 11-13) 3. Unit Test 3: Persuasion, Interpersonal Communication (Chapters 7, 8, 14)

F. EXTRA CREDIT. One extra credit assignment is offered in this course and will be added to the Assignments Rubric. Instructions to this assignment, is worth up to 50 points. This extra credit will be offered during the last regular week of the semester.

General Course expectations: All coursework should demonstrate high academic and ethical standards. Professionalism also means using appropriate citations of sources to avoid violations of copyright – even if those violations are unintentional on your part. What this means in simple terms is this: if you find material from a credible source (we’ll define that in class) from the internet, from a book, or from a magazine, you will give credit to that source in an academically appropriate manner and not pass the source as your own work. This is called plagiarism. Plagiarism is a serious academic violation and is covered in the DCCCD Student Code of Conduct (see “Academic Honesty” at end of syllabus). Any plagiarized work will receive an automatic “0.” We will discuss this in class.

Course Policies Rules for Submitting Written Work:

1. Make sure that your name is at the top of the page. When submitting a team assignment, make sure that all names are correct (know who your teammates are and how to spell their names).

2. Papers should be stapled or paper-clipped in the upper left corner. Do this before class because I never remember to carry a stapler with me.

3. Papers should be 12 font Calibri, type double-spaced. 4. All papers need to be typed. No hand-written papers are accepted unless written as

an in-class assignment.

Email I use email frequently. (I also text a lot, but reserve it exclusively for my personal life.) When I need to immediately alert you to changes to the schedule, assignment clarifications, announcements, or problems, I will email you through Ecampus. That said, I must have a valid email address from you that you check frequently. It is your responsibility to make sure you are receiving the emails from me, you are able to open attachments, and that you check your email frequently enough to not miss anything important. If you miss/fail an assignment because you neglected to check your email, please know that you are responsible.

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When you email me, please identify yourself and use formal language that reflects the academic environment. Please use correct grammar, use spell check, and use an overall polite, professional demeanor when sending me a message. This is great experience for your future workplace success. LATE WORK: Deadlines in academic and professional worlds are, of course, serious business. Missed deadlines can also compromise a professional reputation and career. Having technology problems is not a valid excuse for late work, so please do what professionals do: plan ahead and have a contingency (back-up) plan. IMPORTANT NOTE: Plan to discuss your work and your class performance with me during the semester. If there is an error in grading/points, please politely bring it to my attention and I will correct an error immediately. However, conversations about raising your grade are off-limits. Thank you for not arguing with me about grades. If you need a good grade to keep a scholarship, transfer to another school, etc., then it is your responsibility to study well, ask good questions, get extra help on assignments, and keep up with the class. I cannot give a student a grade s/he did not earn. For these reasons, late or incomplete work is not acceptable in this course EXCEPT in the most extreme and unlikely of circumstances (death of immediate family member, hospitalization) tto be formally documented by the following week of the date of absence. Building Our Learning Community: Classroom Citizenship Expectations: We will spend the first couple class days establishing a safe and welcoming learning environment. In addition to the Safe Classroom guidelines, the following behaviors will facilitate a positive learning environment, promote mutual respect and promote a success class experience. Please DO:

Get regular sleep and eat breakfast each morning. (Yikes! Do I sound like your mother, already?) I promise: it will improve your cognitive functioning. This especially applies for those brave stalwarts in our 8:00 a.m. classes.

Be prepared and organized– bring your class notes, any required materials from the Blackboard campus site, your textbook and pens.

Review your notes from our previous class session prior to class.

SKIM or READ the assigned class readings. Yes, DO THIS.

READ or RE-READ the assignments after class. 15 minutes of review will help you retain information surprising well.

Work on this course little EACH DAY. The general rule for success in a college-level course is two hours study/preparation time for each hour of class time.

Dress professionally (business attire) on the day of your class presentation.

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Please do NOT:

Forget to turn OFF your cell phones or pagers. If your phone rings or you text in class, I will collect the offending cell phone in the infamous Dr. Dean “cell phone basket.” Your phone will be returned at the end of the class session. Repeat offenders will be asked to visit with me in my office.

Wear pajamas or bedroom slippers. Attire is a powerful form of nonverbal communication. So, in this class in particular we will dress appropriately for the academic environment.

In similar vein, do not wear pants that expose the buttocks. It may be hip in another setting, but not in our speech class. Besides, do we really know you well enough to see all that?

Use computers in class unless we are working on them during class.

Do not answer your cell phone in class. If you are expecting an emergency call, please tell me that BEFORE class begins, turn your phone on “buzz” and leave class when you take the phone call.

Chew gum while giving a presentation.

Walk to the front of the classroom for a personal conversation with me while I’m trying to conduct class.

Read newspapers, magazines, other textbooks, etc. in class.

Study for another class or do other work during our class time.

Play video games, text, etc.

Talk to your neighbor while someone is speaking.

Come in late and walk around the room—instead sit near the door you entered. Tips for Success between class sessions:

REVIEW your notes-- elaborate and fill in blank spots while the information is fresh.

Look up any terms, definitions, etc that you struggled with in class.

Practice EXPLAINING the concepts to someone else.

Study with someone.

Start early and work consistently on your team project.

Remember that the secret to success in this class is simple: Keep up.

Ask me to clarify anything you do not understand.

Did I mention cell phones and computers? As a courtesy to both your classmates and me, please turn off cell phones and put them away at the beginning of each class. No computer use is allowed in this class except on days when you are writing in class or working on team projects in class.

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We will be using Blackboard throughout the semester. Your course syllabus, handouts, documents, and answers to frequently asked questions will be posted on Blackboard. You will be asked to print out documents and bring them to class. You are responsible for any information posted there so please check it as I prompt you.

Guidelines for the Small Group Presentation Your participation in the Small Group Presentation is designed to help you put into practice the concept of working with others to accomplish a common goal. There are various ways work teams are structured in organizations. In this class, the following rules apply to your Small Group Presentation: You may fire any group member who is not contributing to your project. If you decide to fire a group member, there is a procedure for doing so: First, meet as a team (with the potentially-fired person included) and discuss with the member your dissatisfaction with his/her level/quality of work. Give that person one chance to recover the team's confidence. If there is no improvement, meet with me to discuss the best way to approach the situation. Have a full team meeting and give effective and constructive feedback to the member you plan to fire. Make sure that all members, including the one you are planning to release, sign a statement of understanding that the person is no longer on your team. Submit the statement to me no later than one week after it is signed. If a member refuses to communicate with your team by not returning phone calls, texts, or emails, or showing up to meetings, the rest of the team may fire that person without a full team meeting (all other members need to meet together). In that case, I will listen to their explanation and let you know if they have fired you. Please communicate with your team so this situation does not happen. If you are firing an unresponsive person, please submit a log documenting dates, times, and modes of attempted contact for at least six attempts to contact the person. If you are fired, you may submit an individual project for a maximum of 1/2 credit. No individual papers for full credit will be accepted. That means is it to your advantage to make sure you stay on a team. I am happy to serve as your consultant to help your team work effectively but please do not complain to me about team members who are not meeting your expectations. Instead, use your knowledge gained in this class to do something about it. As future managers and executives, motivating and inspiring low-performing team members are something you will do often.

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Special Etiquette for Presentations: - Let’s remember our manners! When a person makes a bad or rude impression, it is difficult to overcome it. With that in mind, please…

If you are late to class, please sit near the door—it is rude to interrupt others by walking around the room looking for a place to sit. Be as unobtrusive as possible.

On speech days, do not walk into the classroom if a classmate is giving a presentation. Wait until that presentation is completed before entering.

Do not look at your cell phone, talk to people, or leave the room while a classmate is making a presentation. Give your total attention to the speakers. Treat speakers the way you want to be treated when you are presenting.

Be mindful of your professionalism while presenting. This means: no hats, no chewing gum, and no distracting clothing.

Provide your classmates with effective and honest feedback on presentations. Make this constructive and helpful. We will discuss specifics in class.

Problems? Questions? My goal is for you to enjoy participating in this course as much as I enjoy teaching it. If you are having a problem, please don’t let it escalate. Build a positive relationship with your classmates and me. Call them first when you miss an assignment or class. Let us help and encourage each other.

Class Calendar * Note that this calendar is subject to minor fluctuations and is not “set in stone.”

Date Topics/Class Activities Readings Due

Week One Course Introduction and Team Building exercises What is Human Communication? Changing World of Communication

Chapter 1 Chapter 2

In-Class Activities Course Contract to be completed

Week Two Changing World of Communication

Chapter 2

Syllabus Quiz Journal Number One

Week Three Self and Perception Chapter 3 In class Activities Artifact Speech

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Week Four Language Listening

Chapter 4 Chapter 5

Finish Artifact Speeches In-Class activities

Week Five Listening Nonverbal

Chapter 5 Chapter 6

In-Class activities

Week Five – Thursday, February 21 and Friday, February 22. No DCCCD classes; Employee Professional Development Day

Week Six

Nonverbal Communication Assignment of Teams

Chapter 6 In-Class activities Test Review Test One (Chapters 1-6); online

Week Seven

Small Groups Problem Solving in Groups, Leadership

Chapters 9-10 In-Class activities

Week Eight

Preparing Informative Speeches

Chapters 11-13

In-Class activities

Week Nine: SPRING BREAK – March 18-22, 2013 NO DCCCD CLASSES; campus closed, no wi-fi

Week Ten

In class meetings for Team Presentations

In-Class activities Test Two (Chapters 9,10, 11-13) online; from Thursday, March28 through Sunday, March 31 at midnight Outlines due for Team Presentations

Good Friday (Easter) Holiday, Friday, March 29 NO DCCCD Classes, campus closed, no wi-fi

Week Eleven Team Presentations - April 1-4, 2013 Team Meeting Minutes Due

Week Twelve

Persuasive Speaking Topic Selection

Chapter 14

In-class activities

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Improving Vocal Variety Work Session

Week Thirteen Persuasive Speaking Interpersonal Communication

Chapter 14 Chapter 7

Journal # Two “The Small Group Experience”

Week Fourteen - Persuasive Speech Presentations

Week Fifteen Interpersonal Communication Improving Relationships and Solving Conflict

Chapters 7, 8

In-Class activities

Week Sixteen Award Presentation Preparation Solving Conflict

Chapter 8

Test #3 – Chapters 7,8,14 Online, Thursday, May 9 through Sunday, May 12

FINAL EXAM WEEK May 13-17

Award Speeches, Class Celebration

DCCCD Educational Outcomes for Introduction to Speech Communication (SPCH 1311) Theory and practice of speech communication behavior in one-to-one, small group and public communication situations are introduced. Students learn more about themselves, improve skills in communicating with others, and prepare and deliver formal public speeches. This course requires college-level skills in reading and writing. Speech 1311 is included in the DCCCD Core Curriculum. This course provides students with the opportunity to develop the Core Curriculum Intellectual Competencies of reading, writing, speaking, listening, critical thinking and computer literacy fundamental to all DCCCD Core Curriculum courses. It also provides students with the opportunity to achieve the Texas Higher Education Coordinating Board’s Exemplary Objectives in Communication. Core Curriculum Intellectual Competencies (CCIC) Speech 1311 satisfies the following Core Curriculum Intellectual Competencies defined by the Texas Higher Education Coordinating Board. 1) READING: the ability to analyze and interpret a variety of printed materials - books,

documents, and articles - above 12th grade level 2) WRITING: the ability to produce clear, correct and coherent prose adapted to purpose,

occasion and audience - above 12th grade level 3) SPEAKING: the ability to communicate orally in clear, coherent, and persuasive language

appropriate to purpose, occasion, and audience - above 12th grade level 4) LISTENING: analyze and interpret various forms of spoken communication, possess

sufficient literacy skills of writing, reading - above 12th grade level

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5) CRITICAL THINKING: think and analyze at a critical level 6) COMPUTER LITERACY: understand our technological society, use computer based

technology in communication, solving problems, acquiring information Exemplary Educational Objectives (EEO) in Communication Speech 1311, as part of the Core Curriculum, satisfies the following Exemplary Educational Objectives in Communication set forth by the Texas Higher Education Coordinating Board. 1) to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation; 2) to understand the importance of specifying audience and purpose and to select appropriate communication choices; 3) to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication; 4) to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding; 5) to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument; 6) to develop the ability to research and write a documented paper and/or to give an oral presentation. Speech 1311 Course Objectives Speech 1311 Course Objectives describe the content covered in all DCCCD SPCH 1311 courses. These objectives address the Core Curriculum Intellectual Competencies (CCIC) and the Texas Higher Education Coordinating Board’s Exemplary Objectives (EEO) in Communication. Notice that any one speech objective may address more than one competency or objective. Effective communication requires the application of multiple skills. Course Objectives: Upon completion of Speech Communication 1311, students should be able to demonstrate competence in intrapersonal, interpersonal, small group, and public communication by: Applying knowledge of basic human communication theory and practice. (This objective satisfies CCIC 1-5 and EEO 2) The student will be able to: a. Define communication an identify elements involved in any communication process; b. Define the various domains of human communication: intrapersonal, interpersonal, small group, and public speaking; c. Identify barriers to communication and ways to improve one’s own skills; and d. Discuss the impact that multicultural difference has on communication. Explaining and describing basic intrapersonal and interpersonal concepts of understanding one’s self and relationships between self and others. (This objective satisfies CCIC 1-5 and EEO 2) The student will be able to: a. Define self-concept, perception, and self-image and describe how these issues affect communication; b. Develop strategies for improving interpersonal relationships; c. Describe how relationships develop and disintegrate; d. Describe ways to improve self-esteem; e. Define and demonstrate an understanding of "appropriate self-disclosure”;

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f. Define and distinguish between: empathy and sympathy, thinking and feeling, listening and hearing; g. Define and demonstrate an understanding of the different roles that each of us plays; h. Define and demonstrate processes of conflict management; and i. Describe and assess how culture affects relationships. Employing active listening and responding skills. (This objective satisfies CCIC 1-5 and EEO 3,4) The student will be able to: a. Demonstrate and employ appropriate listening skills (active, critical, empathic) in family, community, workplace, etc.; b. Demonstrate ability in the use of appropriate feedback; and c. Demonstrate effective interviewing skills. Explaining, illustrating, and interpreting basic principles of verbal and nonverbal communication. (This objective satisfies CCIC 1-5 and EEO 2,3) The student will be able to: a. Recognize and discuss the principles and types of nonverbal communication; b. Discuss and illustrate how the use of language affects communication; c. Recognize how written and spoken communication styles differ; and d. Discuss multiculturalism and gender as they impact the way we communicate verbally and non-verbally. Participating as a productive member of a small group. (This objective satisfies CCIC 1-5 and EEO 4,5,6) The student will be able to: a. Summarize characteristics of a small group and situations in which a group decision is superior to individual decision-making; b. Identify group participation roles, skills, attitudes and their consequences; c. Distinguish between productive and non-productive behaviors in a small group; d. Identify leadership styles and their application to real-world situations; and e. Demonstrate and discuss understanding of conflict management. Organizing and presenting effective formal public speeches. (This objective satisfies CCIC 1-6 and EEO 1-6) The student will be able to: a. Discuss, identify, and demonstrate the characteristics of an effective speaker; b. Develop strategies for building speech confidence; c. Demonstrate ability to gather support material for speeches, including research and data bases; d. Demonstrate effective nonverbal skills for public speaking; e. Identify and apply informative and persuasive speaking strategies; f. Deliver formal public speeches; and g. Use various types of visual aids.

Richland College’s Institutional Policies

Stop Before You Drop

For students who enrolled in college level courses for the first time in the fall of

2007, Texas Education Code 51.907 limits the number of courses a student may

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6Drop

drop. You may drop no more than 6 courses during your entire undergraduate

career unless the drop qualifies as an exception. Your campus

counseling/advising center will give you more information on the allowable

exceptions.

Remember that once you have accumulated 6 non-exempt drops, you cannot

drop any other courses with a “W”. Therefore, please exercise caution when

dropping courses in any Texas public institution of higher learning, including

all seven of the Dallas County Community Colleges. For more information, you

may access https://www1.dcccd.edu/6drop

Withdrawal Policy

If you are unable to complete this course, it is your responsibility to withdraw

formally. The withdrawal request must be received in the Registrar’s Office by

the official drop date for this course (see Course Drop Date mentioned earlier in

this syllabus). Failure to do so will result in your receiving a performance

grade, usually an “F.” If you drop a class or withdraw from the college before

the official drop/withdrawal deadline, you will receive a “W” (Withdraw) in

each class dropped. The drop date for this semester is Thursday, April 19,

2013.

Repeating a

Course

Effective for Fall Semester 2005, the Dallas County Community Colleges will

charge additional tuition to students registering the third or subsequent time for

a course. All third and subsequent attempts of the majority of credit and

Continuing Education/Workforce Training courses will result in additional

tuition to be charged. Developmental Studies and some other courses will not

be charged a higher tuition rate. Third attempts include courses taken at any of

the Dallas County Community Colleges since the Fall 2002 Semester. See

Third Attempt to Enroll in a Course at

http://www.dcccd.edu/thirdcourseattempt/

Financial Aid If you are receiving any form of financial aid, you should check with the

Financial Aid Office prior to withdrawing from classes. Withdrawals may

affect your eligibility to receive further aid and could cause you to be in a

position of repayment for the current semester. Students who fail to attend or

participate after the drop date are also subject to this policy.

Academic Honesty Scholastic dishonesty is a violation of the Code of Student Conduct. Scholastic

dishonesty includes, but is not limited to, cheating on a test, plagiarism, and

collusion.

As a college student, you are considered a responsible adult. Your

enrollment indicates acceptance of the DCCCD Code of Student Conduct

published in the DCCCD Catalog at

http://www1.dcccd.edu/cat0506/ss/code.cfm (Select Purpose)

ADA Statement If you are a student with a disability and/or special needs who requires

accommodations, please contact the college Disability Services Office at 972-

238-6180 (Voice/TTY), visit Thunderduck Hall, suite T120, or go to

http://www.dcccd.edu/Current+Students/Student+Services/Disability+Services/

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(CTRL + Click to access “Current Students” site to “Student Services” to

“Disability Services”)

Religious Holidays Absences for observance of a religious holy day are excused. A student whose

absence is excused to observe a religious holy day is allowed to contract with

the instructor to take a make-up examination or complete an assignment within

a reasonable time after the absence.

Campus Emergency

Operation Plan

Richland College and the Dallas County Community College District have

developed policies and procedures for dealing with emergencies that may occur

on campus.

To familiarize yourself with these procedures, please take time to watch the

overview video: http://video.dcccd.edu/rtv/DO/emergency_dcccd.wmv

The complete Emergency Operations Plan can be viewed and printed at the

following website: http://www.rlc.dcccd.edu/emergency

If you have questions or concerns, please contact the Richland College

Office of Emergency Management. This office can be reached by phone

(972/238-3794) or by e-mail (rlcoem@dcccd.edu).

Disclaimer Reserving

Right to Change

Syllabus

This course syllabus is intended as a set of guidelines for (Course Speech

1311). Both Richland College and Dr. Dean reserve the right to make

modifications in content, schedule, and requirements as necessary to promote

the best education possible within prevailing conditions affecting this course..